Describe how you plan to assess student learning and why you're taking this approach.
At this point, I am continually assessing students through formative assessments. I begin every class by reviewing the homework with the students and giving them a chance to ask any questions from me or clear up any confusions.
Also, throughout the class, as I'm teaching in front of the class, I remind myself to stop after each major point and ask the students if they are "with me" so far. If not, then I rewind and I try to explain it in a different way.
The reason for my approach is that I really feel that there is no point for me to keep going and trying to cover the material if there's someone who is not understanding it and isn't able to keep up with either my pace or my style of explaining. Therefore, continuous formative assessment is my major form of assessing their learning at the moment.
There have been some summative assessments though. They have been assessed on in-class group work activities (i.e. jigsaw activity) and their lab activities. Also, once we finish our current chapter, they will be receiving a quiz and a chapter test.
Describe how you're choosing to grade your students' performance and why.
I am mostly following my CT-s grading system. This means that students' homework is worth 10 points, in-class activities are worth 30 points, quizzes are worth 100 points and tests are worth 200 points each.
There is also a research paper that they will be working on later on this semester and that's worth 400 points.
I have done a few alterations to in-class activities though. I explained to the class that when they're working in groups (i.e. jigsaw activity), EACH MEMBER has to be responsible for a part of their group work. I make it very clear what responsibilities there are to a particular assignment (usually there are 3-5 components) and then I place the students into groups of 3-5 and make sure that they each understand what their individual contribution to the assignment is (I let them decide who does what within their groups).
The reason for my approach is that I feel this creates clarity and a purpose for the students to participate in these assignments. When everyone feels that they have a part to do and that they are held responsible for it (I assign group grades), they really seem to work better and be more motivated in participating.
Assessment and Grading
Describe how you plan to assess student learning and why you're taking this approach.
At this point, I am continually assessing students through formative assessments. I begin every class by reviewing the homework with the students and giving them a chance to ask any questions from me or clear up any confusions.
Also, throughout the class, as I'm teaching in front of the class, I remind myself to stop after each major point and ask the students if they are "with me" so far. If not, then I rewind and I try to explain it in a different way.
The reason for my approach is that I really feel that there is no point for me to keep going and trying to cover the material if there's someone who is not understanding it and isn't able to keep up with either my pace or my style of explaining. Therefore, continuous formative assessment is my major form of assessing their learning at the moment.
There have been some summative assessments though. They have been assessed on in-class group work activities (i.e. jigsaw activity) and their lab activities. Also, once we finish our current chapter, they will be receiving a quiz and a chapter test.
Describe how you're choosing to grade your students' performance and why.
I am mostly following my CT-s grading system. This means that students' homework is worth 10 points, in-class activities are worth 30 points, quizzes are worth 100 points and tests are worth 200 points each.
There is also a research paper that they will be working on later on this semester and that's worth 400 points.
I have done a few alterations to in-class activities though. I explained to the class that when they're working in groups (i.e. jigsaw activity), EACH MEMBER has to be responsible for a part of their group work. I make it very clear what responsibilities there are to a particular assignment (usually there are 3-5 components) and then I place the students into groups of 3-5 and make sure that they each understand what their individual contribution to the assignment is (I let them decide who does what within their groups).
The reason for my approach is that I feel this creates clarity and a purpose for the students to participate in these assignments. When everyone feels that they have a part to do and that they are held responsible for it (I assign group grades), they really seem to work better and be more motivated in participating.